· web viewuse addition and subtraction within 100 to solve one- and two-step word problems...

Grade Level: 2nd Grade

Subject: Math Revised Date: May 21, 2012

Quarter # 1-4

Strand / Domain

Standards for Mathematical Practice in Second GradeThe Common Core State Standards for Mathematical Practice are practices expected to be integrated into every mathematics lesson for all studentsGrades K-12. Below are a few examples of how these Practices may be integrated into tasks that Grade 2 students complete.

Standard(s)(one or more

standards/indicators; can be clustered)

1) Make sense and persevere in solving problems.

Big Idea(s)

Mathematically proficient students in Second Grade examine problems and tasks, can make sense of the meaning of thetask and find an entry point or a way to start the task. Second Grade students also develop a foundation for problemsolving strategies and become independently proficient on using those strategies to solve new tasks. In Second Grade,students’ work continues to use concrete manipulatives and pictorial representations as well as mental mathematics.Second Grade students also are expected to persevere while solving tasks; that is, if students reach a point in which theyare stuck, they can reexamine the task in a different way and continue to solve the task. Lastly, mathematicallyproficient students complete a task by asking themselves the question, “Does my answer make sense?”

Essential Question(s)

Academic Vocabulary (what students need to

know in order to

Curriculum Maps 1Our Mission: All students will be equipped with the skills for lifelong learning and graduate as responsible adults

prepared for college or career.

complete the task)

Sample Activities

District AdoptedCore Curriculum

Additional Resource(s)

Formative Assessment(s)

that relate to CCSS

Summative Assessment(s)

that relate to CCSS



Grade Level: 2nd GradeSubject: Math Revised Date: May 21, 2012

Quarter # 1-4

Strand / Domain




2) Reason abstractlyand

quantitatively.

Big Idea(s) Mathematically proficient students in Second Grade make sense of quantities and relationships while solving tasks.This involves two processes- decontexualizing and contextualizing. In Second Grade, students represent situations bydecontextualizing tasks into numbers and symbols. For example, in the task, “There are 25 children in the cafeteria andthey are joined by 17 more children. How many students are in the cafeteria? ” Second Grade students translate thatsituation into an equation, such as: 25 + 17 = __ and then solve the problem. Students also contextualize situationsduring the problem solving process. For example, while solving the task above, students can refer to the context of thetask to determine that they need to subtract 19 since 19 children leave. The processes of reasoning also other areas of



mathematics such as determining the length of quantities when measuring with standard units.



know in order to complete the task)

Sample Activities




that relate to CCSS


that relate to CCSS



Grade Level: 2nd


Quarter # 1-4

Strand / Domain




3) Construct viablearguments andcritique thereasoning of

others.

Big Idea(s) Mathematically proficient students in Second Grade accurately use definitions and previously established solutions toconstruct viable arguments about mathematics. During discussions about problem solving strategies, students



constructively critique the strategies and reasoning of their classmates. For example, while solving 74 - 18, studentsmay use a variety of strategies, and after working on the task, can discuss and critique each others’ reasoning andstrategies, citing similarities and differences between strategies.




Sample Activities




that relate to CCSS


that relate to CCSS



Grade Level: 2nd


Quarter #

Strand / Domain




4) Model withmathemati

cs.



Big Idea(s)

Mathematically proficient students in Second Grade model real-life mathematical situations with a number sentence oran equation, and check to make sure that their equation accurately matches the problem context. Second Grade studentsuse concrete manipulatives and pictorial representations to provide further explanation of the equation. Likewise,Second Grade students are able to create an appropriate problem situation from an equation. For example, students areexpected to create a story problem for the equation 43 + 17 = ___ such as “There were 43 gumballs in the machine.Tom poured in 17 more gumballs. How many gumballs are now in the machine?”




Sample Activities




that relate to CCSS


that relate to CCSS



Grade Level: 2nd

Subject: math Revised Date: May 21, 2012

Quarter # 1-4

Strand / Domain






5) Use appropriate tools strategically.

Big Idea(s)

Mathematically proficient students in Second Grade have access to and use tools appropriately. These tools mayinclude snap cubes, place value (base ten) blocks, hundreds number boards, number lines, rulers, and concretegeometric shapes (e.g., pattern blocks, 3-d solids). Students also have experiences with educational technologies, suchas calculators and virtual manipulatives, which support conceptual understanding and higher-order thinking skills.During classroom instruction, students have access to various mathematical tools as well as paper, and determine whichtools are the most appropriate to use. For example, while measuring the length of the hallway, students can explain whya yardstick is more appropriate to use than a ruler.




Sample Activities




that relate to CCSS


that relate to CCSS



Grade Level: 2nd


Quarter # 1-4

Strand / DomainStandards for Mathematical Practice in Second GradeThe Common Core State Standards for Mathematical Practice are practices expected to be integrated into every mathematics lesson for all studentsGrades K-12. Below are a few examples of how these Practices may be integrated into tasks that Grade 2 students complete.





6) Attend to precision.

Big Idea(s)

Mathematically proficient students in Second Grade are precise in their communication, calculations, andmeasurements. In all mathematical tasks, students in Second Grade communicate clearly, using grade-level appropriatevocabulary accurately as well as giving precise explanations and reasoning regarding their process of finding solutions.For example, while measuring an object, care is taken to line up the tool correctly in order to get an accuratemeasurement. During tasks involving number sense, students consider if their answer is reasonable and check theirwork to ensure the accuracy of solutions.




Sample Activities




that relate to CCSS


that relate to CCSS



Grade Level: 2nd

Subject: math Revised Date: May 21, 2012

Quarter #

Strand / DomainStandards for Mathematical Practice in Second



GradeThe Common Core State Standards for Mathematical Practice are practices expected to be integrated into every mathematics lesson for all studentsGrades K-12. Below are a few examples of how these Practices may be integrated into tasks that Grade 2 students complete.



7) Look for andmake use ofstructure.

Big Idea(s)

Mathematically proficient students in Second Grade carefully look for patterns and structures in the number system andother areas of mathematics. For example, students notice number patterns within the tens place as they connect skipcount by 10s off the decade to the corresponding numbers on a 100s chart. While working in the Numbers in Base Tendomain, students work with the idea that 10 ones equals a ten, and 10 tens equals 1 hundred. In addition, Second Gradestudents also make use of structure when they work with subtraction as missing addend problems, such as 50- 33 = __can be written as 33+ __ = 50 and can be thought of as,” How much more do I need to add to 33 to get to 50?”




Sample Activities




that relate to CCSS




that relate to CCSS

Grade Level: 2nd




Quarter # 1-4

Strand / Domain




8) Look for and express regularity in repeated reasoning.

Big Idea(s)

Mathematically proficient students in Second Grade begin to look for regularity in problem structures when solvingmathematical tasks. For example, after solving two digit addition problems by decomposing numbers (33+ 25 = 30 + 20+ 3 +5), students may begin to generalize and frequently apply that strategy independently on future tasks. Further,students begin to look for strategies to be more efficient in computations, including doubles strategies and making a ten.Lastly, while solving all tasks, Second Grade students accurately check for the reasonableness of their solutions duringand after completing the task.




Sample Activities






that relate to CCSS


that relate to CCSS

Grade Level: 2nd grade


Quarter #

Strand / Domain Operations and Algebraic Thinking



2.OA.1Represent and Solve ProblemsUse addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Big Idea(s)Add and subtract within 100 by using a variety strategies to solve one- and two-step word problems.


1. Which addition and subtraction strategies can I use to solve word problems?

2. How will I understand the relationship between addition and subtraction to help me solve my word problem and check my work?

3. How can I draw a picture to represent and help solve my word problem?4. How do I solve for the unknown symbol in an equation?

Academic Vocabulary Curriculum Maps 17

Our Mission: All students will be equipped with the skills for lifelong learning and graduate as responsible adults prepared for college or career.

(what students need to know in order to

complete the task)

Add, subtract, more, less, equal, equation, putting together, taking from, taking apart

Sample Activities/Strategies

Word problems that are connected to students’ lives can be used to develop fluency with addition and subtraction. Table 1 describes the four different addition and subtraction situations and their relationship to the position of the unknown.

Table 1 Take From example: David had 63 stickers. He gave 37 to Susan. How

many stickers does David have now? 63 – 37 = Add To example: David had $37. His grandpa gave him some money for

his birthday. Now he has $63. How much money did David’s grandpa give him? $37 + = $63

Compare example: David has 63 stickers. Susan has 37 stickers. How many more stickers does David have than Susan? 63 – 37 =

o Even though the modeling of the two problems above is different, the equation, 63 - 37 = ?, can represent both situations (How many more do I need to make 63?)

Take From (Start Unknown) David had some stickers. He gave 37 to Susan. Now he has 26 stickers. How many stickers did David have before? - 37 = 26

It is important to attend to the difficulty level of the problem situations in relation to the position of the unknown.

Result Unknown, Total Unknown, and Both Addends Unknown problems are the least complex for students.

The next level of difficulty includes Change Unknown, Addend Unknown, and Difference Unknown

The most difficult are Start Unknown and versions of Bigger and Smaller Unknown (compare problems).

Second graders should work on ALL problem types regardless of the level of difficulty. Mastery is expected in second grade. Students can use interactive whiteboard or document camera to demonstrate and justify their thinking.


Envisions 2nd grade Topic 1-1 Writing Addition Number Sentences 2.OA.1 Topic1-2 Stories about Joining 2.OA.1 Topic 1-3 Writing Subtraction Number Sentences 2.OA.1 Topic 1-4 Stories About Separating 2.OA.1



Topic 1-5 Stories about Comparing 2.OA.1 Topic 1-6 Connecting Addition and Subtraction 2.OA.1 Topic 1-7 Problem Solving: Use Objects 2.OA.1 Topic 2-1 Adding 0,1,2, 2.OA.1 Topic 2-2 Doubles 2.OA.1 Topic 2-3 Near Doubles 2.OA.1 Topic 2-4 Adding in Any Order 2.OA.1 Topic 2-5 Adding three numbers 2.OA.1 Topic 2-8 Problem Solving 2.OA.1 Topic 3-1 Subtracting 0,1,2 2.OA.1 Topic 3-2 Thinking Addition to Subtract Doubles 2.OA.1 Topic 3-3 Thinking addition to 10 Subtract 2.OA.1 Topic 3-4 Thinking addition to 18 to subtract 2.OA.1 Topic 3-6 Problem Solving 2.OA.1 Topic 6-1 Adding tens 2.OA.1 Topic 6-2 Adding Ones 2.OA.1 Topic 6-3 Adding Tens and Ones 2.OA.1 Topic 6-4 Adding on a hundred Chart 2.OA.1 Topic 7-3 Subtracting on a hundred chart 2.OA.1 Topic 7-3A Subtracting multiples of 10 2.OA.1 Topic 7-4 Adding on to subtract 2.OA.1 Topic 7-5 Problem Solving Missing or Extra info 2.OA.1 Topic 8-1 Regrouping 10 Ones for 1 Ten 2.OA.1 Topic 8-7 Problem Solving 2.OA.1 Topic 9-7 Problem Solving 2.OA.1 Topic 10-7 Problem Solving 2.OA.1 Topic 15 Problem solving 2.OA.1

Inside Mathematics (Problem solving two digit multi step problems)

Problem Solving 100 Board Logic Problems

The Game of More

One Step problems: 2.OA

Math Problem solving 2.OA

(open with Firefox) Illustrative Math



http://www.k-5mathteachingresources.com/support-files/2ndgrade2stepwordproblems.pdf

http://www.k-5mathteachingresources.com/support-files/2nd-gd-word-problems.pdf

http://www.mathsolutions.com/documents/0-941355-32-2_L2.pdf

http://www.mathwire.com/problemsolving/hblogic.html

http://www.insidemathematics.org/pdfs/second-grade/apple-farm/packet.pdf

Red and Blue Tiles

Pencil and Sticker Task


that relate to CCSS

Pre/Post Topic test assessments (Envision) Easy CBM assessments (District Wide progress monitoring) Curriculum in program assessments (spiral review, quick check) Fun with Numbers


that relate to CCSS

District Wide benchmark assessments CCSS Math Performance tasks


Subject: Math Revised Date: May 11th, 2012

Quarter #




2.OA.2Add and Subtract within 20Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Big Idea(s) Develop mental strategies to quickly identify addition and subtraction facts.

Essential Question(s)1. How are addition and subtraction facts related?2. Which addition/subtraction strategies can I use to solve facts?3. How will understanding the relationship between addition and subtraction



http://www.floridastandards.org/Resources/PublicPreviewResource13126.aspx

http://illustrativemathematics.org/illustrations/1


help me solve my problems and check my work?



Add, subtract, sum, more, less, equal, putting together, taking from, taking apart


OA.2This standard is strongly connected to all the standards in this domain. It focuses on students being able to fluently add and subtract numbers to 20. Adding and subtracting fluently refers to knowledge of procedures, knowledge of when and how to use them appropriately, and skill in performing them flexibly, accurately, and efficiently.

Mental strategies help students make sense of number relationships as they are adding and subtracting within 20. The ability to calculate mentally with efficiency is very important for all students. Mental strategies may include the following:

Counting on Making tens (9 + 7 = 10 + 6) Decomposing a number leading to a ten

(14 – 6 = 14 – 4 – 2 = 10 – 2 = 8) Fact families (8 + 5 = 13 is the same as 13 – 8 = 5) Doubles Doubles plus one (7 + 8 = 7 + 7 + 1)

However, the use of objects, diagrams, or interactive whiteboards, and various strategies will help students develop fluency


Envisions 2nd grade Topic 2.1 Adding 0,1, 2 OA.2 Topic 2-2 Doubles 2.OA.2 Topic 2-3 Near Doubles 2.OA.2 Topic 3-1 Subtracting 0,1,2 2.OA.2 Topic 3-2 thinking Addition to Subtract doubles 2.OA.2 Topic 3-3 Thinking addition to 10 in Subtraction 2.OA.2 Topic 3-4 Thinking addition to 18 to Subtract 2OA. 2

Additional Resource(s) Comparing Connecting Cubes (Illuminations) subtraction strategies

Do it with Dominoes (Illuminations) addition strategies

Know those Facts (Illuminations)



http://illuminations.nctm.org/LessonDetail.aspx?id=U58


http://illuminations.nctm.org/LessonDetail.aspx?ID=L41

Seeing Doubles (Illuminations)

3 Strikes your Out: Addition Fact practice

3 Strikes Your Out game board

Free the Animals Subtraction game

Breaking Numbers Apart

More or Less

Stranger in the Woods

Ten Friends

Race to 20

Algebra Deck of Cards

Math Fact timed practice (Interactive)

Magic Star Puzzle

Nine Plus

Magic Triangles

Fact Families

Doubles + One game

Doubles minus 1 game

Eleven more game

Number Relationship Mat: Cooperative activity


that relate to CCSS

Pre/Post Topic test assessments (Envision) Easy CBM assessments (District Wide progress monitoring) Curriculum in program assessments (spiral review, quick check)



http://www.k-5mathteachingresources.com/support-files/numberrelationshipmat.pdf

http://www.k-5mathteachingresources.com/support-files/elevenmore.pdf

http://www.k-5mathteachingresources.com/support-files/doubles-minus-one.pdf

http://www.k-5mathteachingresources.com/support-files/doubles-plus-one.pdf

http://www.k-5mathteachingresources.com/support-files/factfamilyhouse.pdf

http://www.k-5mathteachingresources.com/support-files/magictriangles.pdf

http://www.k-5mathteachingresources.com/support-files/nineplus.pdf

http://www.k-5mathteachingresources.com/support-files/magic-star-puzzle.pdf

http://www.playkidsgames.com/games/mathfact/mathFact.htm

http://www.mathwire.com/whohas/whalgA.pdf

http://www.mathsolutions.com/documents/9781935099109_LessonG9.pdf

http://www.mathsolutions.com/documents/0-941355-67-5_L.pdf

http://www.mathsolutions.com/documents/978-1-935099-17-8_NL38_L1.pdf



http://www.mathwire.com/games/freeanimalsgame.pdf

http://www.mathwire.com/games/3strikesgb2.pdf

http://www.mathwire.com/games/3strikes.pdf

http://illuminations.nctm.org/LessonDetail.aspx?id=L875

Missing Math Facts Know your Facts Addition Strategies http://illustrativemathematics.org/standards/k8


that relate to CCSS



Quarter #




2.OA.32.OA.4Work with equal groups of objects to gain foundations for multiplication.

3. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

4. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Big Idea(s) Work with equal groups of objects to gain foundations of multiplication.

Essential Question(s) 1. How can you prove a number is odd?2. How can you prove and number is even?



http://illustrativemathematics.org/standards/k8




Academic Vocabulary (what students need to know in order to complete the task)

Odd, even, row, column, rectangular array, equal


Students need to understand that a collection of objects can be one thing (a group) and that a group contains a given number of objects. Investigate separating no more than 20 objects into two equal groups. Find the numbers (the total number of objects in collections up to 20 members) that will have some objects and no objects remaining after separating the collections into two equal groups. Odd numbers will have some objects remaining while even numbers will not. For an even number of objects in a collection, show the total as the sum of equal addends (repeated addition).

A rectangular array is an arrangement of objects in horizontal rows and vertical columns. Arrays can be made out of any number of objects that can be put into rows and columns. All rows contain the same number of items and all columns contain an equal number of items. Have students use objects to build all the arrays possible with no more than 25 objects. Their arrays should have up to 5 rows and up to 5 columns. Ask students to draw the arrays on grid paper and write two different equations under the arrays: one showing the total as a sum by rows and the other showing the total as a sum by columns. Both equations will show the total as a sum of equal addends.

The equation by rows: 20 = 5 + 5 + 5 +5The equation by columns: 20 = 4 + 4 + 4 + 4 + 4

Build on knowledge of composing and decomposing numbers to investigate arrays with up to 5 rows and up to 5 columns in different orientations. For example, form an array with 3 rows and 4 objects in each row. Represent the total number of objects with equations showing a sum of equal addends two different ways: by rows, 12 = 4 + 4 + 4; by columns, 12 = 3 + 3 + 3 + 3. Rotate the array 90° to form 4 rows with 3 objects in each row. Write two different equations to represent 12 as a sum of equal addends: by rows, 12 = 3 + 3 + 3 + 3; by columns, 12 = 4 + 4 + 4. Have students discuss this statement and explain their reasoning: The two arrays are different and yet the same.

Ask students to think of a full ten-frame showing 10 circles as an array. One view of the ten-frame is 5 rows with 2 circles in each row. Students count by rows to 10 and write the equation 10 = 2 + 2 + 2 + 2 + 2. Then students put two full ten-frames together end-to-end so they form 10 rows of 2 circles or 10 columns of 2 circles. They use this larger array to count by 2s up to 20 and write an equation that shows 20 equal to the sum of ten 2s.




Envision 2nd Grade Topic 4-9 Even and Odd Numbers 2.OA.4 Topic 19-2 Building Arrays 2.OA.4 Topic 19-5 Multiplying in Any Order 2.OA.4 Topic 19-6 Problem solving 2.OA.4


Even/Odd Pattern Block Grab

Even/Odd Song

Making Arrays


that relate to CCSS

Pre/Post Topic test assessments (Envision) Easy CBM assessments (District Wide progress monitoring) Curriculum in program assessments (spiral review, quick check) Skip Counting Insects Counting by two Even Stephen and Odd Todd Even Humans are Odd

(Illustrative Math use Firefox to Open) Red and Blue Tiles Counting Dot Arrays


that relate to CCSS




Quarter #

Strand / DomainNumbers and Operations in Base Ten


2.NBT.12.NBT.2





http://www.learnnc.org/lp/pages/3261?ref=search




http://www.k-5mathteachingresources.com/support-files/makingarraysr.pdf

http://www.k-5mathteachingresources.com/support-files/evenoddsong.pdf

http://www.k-5mathteachingresources.com/support-files/evenoddpatternblockgrab.pdf


2.NBT.32.NBT.4Understand place value.

1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:a. 100 can be thought of as a bundle of ten tens — called a “hundred.”b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one,

two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

2. Count within 1000; skip-count by 5s, 10s, and 100s.3. Read and write numbers to 1000 using base-ten numerals, number names,

and expanded form.4. Compare two three-digit numbers based on meanings of the hundreds,

tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Big Idea(s) Develop an understanding of base-ten numeration system and place value concepts.


1. Given a two or three-digit number, how do I determine the value of a digit?2. How are tens grouped as hundreds?3. How can hundreds be grouped as thousands?4. How would I write a three-digit number in expanded form?5. How would writing a number in expanded form help me to understand its value?6. How can numbers be compared by using a number line?7. How can using manipulatives help me solve a problem?



hundreds, tens, ones, skip count, base-ten, number names to 1,000 (e.g.,one, two, thirty, etc.), expanded form, greater than (>), less than (<), equal to (=), digit, compare


2.NBT.1 Understanding that 10 ones make one ten and that 10 tens make one hundred is fundamental to students’ mathematical development. Students need multiple opportunities counting and ―bundling‖ groups of tens in first grade. In second grade, students build on their understanding by making bundles of 100s with or without leftovers using base ten blocks, cubes in towers of 10, ten frames, etc. This emphasis on bundling hundreds will support students’ discovery of place value patterns.As students are representing the various amounts, it is important that



emphasis is placed on the language associated with the quantity. For example, 243 can be expressed in multiple ways such as 2 groups of hundred, 4 groups of ten and 3 ones, as well as 24 tens and 3 ones. When students read numbers, they should read in standard form as well as using place value concepts. For example, 243 should be read as ―two hundred forty-three‖ as well as two hundreds, 4 tens, 3 ones.A document camera or interactive whiteboard can also be used to demonstrate ―bundling‖ of objects. This gives students the opportunity to communicate their thinking.

2.NBT.2

Students need many opportunities counting, up to 1000, from different starting points. They should also have many experiences skip counting by 5s, 10s, and 100s to develop the concept of place value.Examples:

The use of the 100s chart may be helpful for students to identify the counting patterns.

The use of money (nickels, dimes, dollars) or base ten blocks may be helpful visual cues.

The use of an interactive whiteboard may also be used to develop counting skills.

The ultimate goal for second graders is to be able to count in multiple ways with no visual support.

2.NBT.3

Students need many opportunities reading and writing numerals in multiple ways.Examples:

Base-ten numerals 637 (standard form) Number names six hundred thirty seven (written form) Expanded form 600 + 30 + 7 (expanded notation)

When students say the expanded form, it may sound like this: ―6 hundreds plus 3 tens plus 7 ones OR 600 plus 30 plus 7.‖



2.NBT.4

Students may use models, number lines, base ten blocks, interactive whiteboards, document cameras, written words, and/or spoken words that represent two three-digit numbers. To compare, students apply their understanding of place value. They first attend to the numeral in the hundreds place, then the numeral in tens place, then, if necessary, to the numeral in the ones place.Comparative language includes but is not limited to: more than, less than, greater than, most, greatest, least, same as, equal to and not equal to. Students use the appropriate symbols to record the comparisons.


Envision 2nd grade Topic 17.1 Building 1,000 2.NBT.1 Topic 17.2 Counting hundreds, tens, and ones 2.NBT.1 2.NBT.3 Topic 17.3 Reading and Writing Numbers to 1,000 2.NBT.1 2.NBT.3 Topic 17-5 Patterns with Numbers on Hundreds Charts 2.NBT.2 2.NBT.8 Topic 17-6A Skip Counting 5, 10, 100 to 1,000 2.NBT.2 Topic 17-6 Comparing Numbers 2.NBT.4 Topic 17-7 Before, After, and Between 2.NBT.4 Topic 17-8 Ordering Numbers 2.NBT.4

Additional Resource(s) Understand Place Value blocks

The Game of Tens and Ones

Order Up

Base Ten Concentration

Interactive Place Value block addition problems

Skip Counting Cards



http://www.k-5mathteachingresources.com/support-files/skipcountingcards.pdf

http://www.harcourtschool.com/activity/elab2004/gr3/3.html

http://www.k-5mathteachingresources.com/support-files/3digitbase10concentration.pdf

http://www.k-5mathteachingresources.com/support-files/orderup.pdf



Interactive Greater and Less than

Interactive Number line (missing number)

Number/Word Concentration

Representing Numbers in four ways

Roll Three Digits

Comparing three digit numbers

Place Value Challenge

Pencil and boxes task

Party favors

Bundling and Unbundling

Counting Stamps

Largest number game

Make 124

One ten and one hundred more

Place Value to 1000

Place Value


that relate to CCSS



that relate to CCSS


Grade Level: 2nd GradeCurriculum Maps 29

Our Mission: All students will be equipped with the skills for lifelong learning and graduate as responsible adults prepared for college or career.










http://www.k-5mathteachingresources.com/support-files/placevaluechallenge3digits.pdf

http://www.k-5mathteachingresources.com/support-files/comparing3-digitnumbers.pdf

http://www.k-5mathteachingresources.com/support-files/roll3digits.pdf

http://www.k-5mathteachingresources.com/support-files/representingnumbersin4ways.pdf

http://www.k-5mathteachingresources.com/support-files/numberwordconcentration.pdf

http://www.crickweb.co.uk/ks2numeracy-tools.html#Toolkit%20index2a

http://www.hbschool.com/activity/elab2004/gr3/2.html


Quarter #

Strand / DomainNumbers and Operations in Base Ten



2.NBT.52.NBT.62.NBT.72.NBT.82.NBT.9Use place value understanding and properties of operations to add and subtract.

5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

6. Add up to four two-digit numbers using strategies based on place value and properties of operations.

7. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

9. Explain why addition and subtraction strategies work, using place value and the properties of operations.3

Big Idea(s) Develop quick recall of addition facts and related subtraction facts and fluency with multi-digit addition and subtraction.

Essential Question(s) 1. What addition strategies can I use to solve 2 digit equations within 100?



2. When do I compose and decompose in multi- digit addition and subtraction?

3. How can I show what I know about solving up to 4 digit addition and subtraction using concrete models or drawings based on place value, properties of operation or relationship?

4. What mental strategies can I use to add 10 or 100 to any number 100-900?

5. How do addition and subtraction strategies work when using place value and properties of operation?



decompose, compose, fluent, place value, digit, ten more, ten less, one hundred more, one hundred less, add, subtract, sum, equal, addition, subtraction


2.NBT.5

Adding and subtracting fluently refers to knowledge of procedures, knowledge of when and how to use them appropriately, and skill in performing them flexibly, accurately, and efficiently. Students should have experiences solving problems written both horizontally and vertically. They need to communicate their thinking and be able to justify their strategies both verbally and with paper and pencil.Addition strategies based on place value for 48 + 37 may include:

Adding by place value: 40 + 30 = 70 and 8 + 7 = 15 and 70 + 15 = 85. Incremental adding (breaking one number into tens and ones);

48 + 10 = 58, 58 + 10 = 68, 68 + 10 = 78, 78 + 7 = 85 Compensation (making a friendly number): 48 + 2 = 50, 37 – 2 = 35,

50 + 35 = 85

Subtraction strategies based on place value for 81 - 37 may include: Adding up (from smaller number to larger number): 37 + 3 = 40,

40 + 40 = 80, 80 + 1 = 81, and 3 + 40 + 1 = 44. Incremental subtracting: 81 -10 = 71, 71 – 10 = 61, 61 – 10 = 51,

51 – 7 = 44 Subtracting by place value: 81 – 30 = 51, 51 – 7 = 44

Properties that students should know and use are: Commutative property of addition (Example: 3 + 5 = 5 + 3) Associative property of addition (Example: (2 + 7) + 3 = 2 + (7+3) ) Identity property of 0 (Example: 8 + 0 = 8)



Students in second grade need to communicate their understanding of why some properties work for some operations and not for others.

Commutative Property: In first grade, students investigated whether the commutative property works with subtraction. The intent was for students to recognize that taking 5 from 8 is not the same as taking 8 from 5. Students should also understand that they will be working with numbers in later grades that will allow them to subtract larger numbers from smaller numbers. This exploration of the commutative property continues in second grade.

Associative Property: Recognizing that the associative property does not work for subtraction is difficult for students to consider at this grade level as it is challenging to determine all the possibilities

2.NBT.6

Students demonstrate addition strategies with up to four two-digit numbers either with or without regrouping. Problems may be written in a story problem format to help develop a stronger understanding of larger numbers and their values. Interactive whiteboards and document cameras may also be used to model and justify student thinking

2.NBT.7

There is a strong connection between this standard and place value understanding with addition and subtraction of smaller numbers. Students may use concrete models or drawings to support their addition or subtraction of larger numbers. Strategies are similar to those stated in 2.NBT.5, as students extend their learning to include greater place values moving from tens to hundreds to thousands. Interactive whiteboards and document cameras may also be used to model and justify student thinking.

2.NBT.8

Students need many opportunities to practice mental math by adding and subtracting multiples of 10 and 100 up to 900 using different starting points. They can practice this by counting and thinking aloud, finding missing numbers in a sequence, and finding missing numbers on a number line or hundreds chart. Explorations should include looking for relevant patterns.Mental math strategies may include:

Counting on; 300, 400, 500, etc. Counting back; 550, 450, 350, etc.



Examples: 100 more than 653 is _____ (753) 10 less than 87 is ______ (77) ―Start at 248. Count up by 10s until I tell you to stop.‖

An interactive whiteboard or document camera may be used to help students develop these mental math skills.

2.NBT.9

Students need multiple opportunities explaining their addition and subtraction thinking. Operations embedded within a meaningful context promote development of reasoning and justification.Example:Mason read 473 pages in June. He read 227 pages in July. How many pages did Mason read altogether?

Karla’s explanation: 473 + 227 = _____. I added the ones together (3 + 7) and got 10. Then I added the tens together (70 + 20) and got 90. I knew that 400 + 200 was 600. So I added 10 + 90 for 100 and added 100 + 600 and found out that Mason had read 700 pages altogether.

Debbie’s explanation: 473 + 227 = ______. I started by adding 200 to 473 and got 673. Then I added 20 to 673 and I got 693 and finally I added 7 to 693 and I knew that Mason had read 700 pages altogether.

Becky’s explanation: I used base ten blocks on a base ten mat to help me solve this problem. I added 3 ones (units) plus 7 ones and got 10 ones which made one ten. I moved the 1 ten to the tens place. I then added 7 tens rods plus 2 tens rods plus 1 tens rod and got 10 tens or 100. I moved the 1 hundred to the hundreds place. Then I added 4 hundreds plus 2 hundreds plus 1 hundred and got 7 hundreds or 700. So Mason read 700 books.

Students should be able to connect different representations and explain the connections. Representations can include numbers, words (including mathematical language), pictures, number lines, and/or physical objects. Students should be able to use any/all of these representations as needed.An interactive whiteboard or document camera can be used to help students develop and explain their thinking.




Envision 2nd Grade Topic 1-7 Problem Solving: Use objects 2.NBT.5 Topic 2-1 Adding 2.NBT.5, 2NBT.9 Topic 2-2 Doubles 2. NBT.5, 2NBT.9 Topic 2-3 Near Doubles 2.NBT.5, 2NBT.9 Topic 2-4 Adding in Any Order 2.NBT.5, 2NBT.9 Topic 2-5 Adding Three Numbers 2.NBT.5, 2NBT.9 Topic 2-6 Making 10 to Add 9 2NBT.5, 2NBT.9 Topic 2-7 Making 10 to add 8 2NBT.5, 2NBT.9 Topic 3-1 Subtracting 0, 1, 2 2NBT.5, 2NBT.9 Topic 3-2 Thinking Addition to Subtract Doubles 2NBT.5, 2NBT.9 Topic 3-3 Thinking Addition to 10 to Subtract 2NBT.5, 2NBT.9 Topic 3-4 Thinking Addition to 18 to Subtract 2NBT.5, 2NBT.9 Topic 3-5 Finding the Missing Part 2NBT.5, 2NBT.9 Topic 4-2 Models for Tens and Ones 2.NBT.3 Topic 4-3 Reading and Writing Numbers 2.NBT.3 Topic 5-6 Problem Solving: Make an Organized List Topic 6-1 Adding Tens 2.NBT.5, 2NBT.9 Topic 6-2 Adding Ones 2.NBT.5, 2NBT.9 Topic 6-3 Adding Tens and Ones 2.NBT.5, 2NBT.9 Topic 6-4 Adding on a Hundred Chart Topic 6-5A Adding Multiples of 10 2.NBT.5, 2.NBT.8 2NBT.9 Topic 6-5 Problem Solving: Look for a Pattern 2. NBT.5 Topic 7-1 Subtracting Tens 2.NBT.5, 2.NBT.9 Topic 7-2 Finding Parts of 100 2.NBT.5, 2.NBT.9 Topic 7-3A Subtracting Multiples of 10 2.NBT5, 2.NBT.8,2.NBT.9 Topic 7-3 Subtracting on a Hundred Chart 2.NBT.5, 2.NBT.9 Topic 7-4 Adding On to Subtract 2.NBT.5, 2.NBT.9 Topic 8-1 Regrouping 10 Ones for 1 Ten 2.NBT.5,2.NBT.6, 2.NBT.9 Topic 8-2 Models to Add Two- and One-Digit Numbers 2.NBT.5,2.NBT.6, 2.NBT.9 Topic 8-3 Adding Two- and One-Digit Numbers 2.NBT.5,2.NBT.6, 2.NBT.9

Topic 8-4 Models to Add Two-Digit Numbers 2.NBT.5,2.NBT.6, 2.NBT.9

Topic 8-5 Adding Two-Digit Numbers 2.NBT.5,2.NBT.6, 2.NBT.9

Topic 8-6A Adding on a Number Line 2.NBT.5,2.NBT.6, 2.NBT.9

Topic 8-6 Adding Three Numbers 2.NBT.5,2.NBT.6, 2.NBT.9

Topic 9-1 Regrouping 1 Ten for 10 Ones 2.NBT.5, 2.NBT.9



Topic 9-2 Models to Subtract Two-and One-Digit Numbers 2.NBT.5, 2.NBT.9 Topic 9-3 Subtracting Two- and One-Digit Numbers 2.NBT.5, 2.NBT.9 Topic 9-4 Models to Subtract Two-Digit Numbers 2.NBT.5, 2.NBT.9 Topic 9-5 Subtracting Two-Digit Numbers 2.NBT.5, 2.NBT.9 Topic 9-6A Subtracting on a Number Line 2.NBT.5, 2.NBT.9 Topic 9-6 Using Addition to Check Subtraction 2.NBT.5, 2.NBT.9 Topic 10-1 Adding Money 2.NBT.5, 2.NBT.9 Topic 10-3 Ways to Add 2.NBT.5, 2.NBT.9 Topic 10-4 Subtracting Money 2.NBT.5, 2.NBT.9 Topic 10-6 Ways to Subtract 2.NBT.5, 2.NBT.9 Topic 18-1A Exploring Adding Three-Digit Numbers 2.NBT.7, 2NBT.8 Topic 18-1 Mental Math 2.NBT.7, 2NBT.8 Topic 18-2 Estimating Sums 2.NBT.7 Topic 18-3 Models for Adding with Three-Digit Numbers 2.NBT.7, 2.NBT.9 Topic 18-4 Adding Three-Digit Numbers 2.NBT.7, 2.NBT.9 Topic 18-5A Exploring Subtracting Three-Digit Numbers 2.NBT.7 Topic 18-5 Mental Math: Ways to Find Missing Parts 2.NBT.7,2.NBT.8, 2.NBT.9 Topic 18-6 Estimating Differences 2.NBT.7 Topic 18-7 Models for Subtracting with Three-Digit Numbers 2.NBT.7, 2.NBT.9 Topic 18-8 Subtracting Three-Digit Numbers2.NBT.7, 2.NBT. 9

Additional Resource(s)Telephone Number totals

Interactive classroom number lines

Interactive Hundreds board (great for teaching adding 10 more, counting by 2s etc)

Shark interactive place value game

Add 10 Interactive hundreds chart game

2 Digit Addition Split

2 Digit Subtraction Split

Four in a Row Near Doubles



Close to 100

Keep on Doubling


that relate to CCSS

Pre/Post Topic test assessments (Envision) Easy CBM assessments (District Wide progress monitoring) Curriculum in program assessments (spiral review, quick check) More than one Strategy The Penny Drive Learn those Math Facts


that relate to CCSS




Quarter #

Strand / Domain Measurement and Data



2.MD.1-4Measure and estimate lengths in standard units.

1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.

3. Estimate lengths using units of inches, feet, centimeters, and meters.4. Measure to determine how much longer one object is than another,

expressing the length difference in terms of a standard length unit.



http://gomaisa.org/sites/default/files/2nd-Grade-Unit-1-Learn-Those-Math-Facts-Resource.PDF


http://www.floridastandards.org/uploads/Resources/final/13217/Document/2098/MFAS_MoreThanOneStrategy.pdf

Big Idea(s) Develop an understanding in Measuring and estimate lengths in standard units


1. How can I use appropriate tools to measure length using inch, foot, centimeters, and meters?

2. How can I estimate the lengths of objects in inches, feet, centimeters and meters?

3. Why is measuring in feet different from measuring in inches? Inches different than centimeters?

Academic Vocabulary (what students need to know in order to complete the task)

About, a little less than, a little more than, longer, shorter, inch, foot, centimeter, meter, ruler, yard stick, meter stick, measuring tape, estimate


2.MD. 1

Students in second grade will build upon what they learned in first grade from measuring length with non-standard units to the new skill of measuring length in metric and U.S. Customary with standard units of measure. They should have many experiences measuring the length of objects with rulers, yardsticks, meter sticks, and tape measures. They will need to be taught how to actually use a ruler appropriately to measure the length of an object especially as to where to begin the measuring. Do you start at the end of the ruler or at the zero?

2.MD. 2

Students need multiple opportunities to measure using different units of measure. They should not be limited to measuring within the same standard unit. Students should have access to tools, both U.S. Customary and metric. The more students work with a specific unit of measure, the better they become at choosing the appropriate tool when measuring. Students measure the length of the same object using different tools (ruler with inches, ruler with centimeters, a yardstick, or meter stick). This will help students learn which tool is more appropriate for measuring a given object. They describe the relationship between the size of the measurement unit and the number of units needed to measure something. For instance, a student might say, “The longer the unit, the fewer I need.” Multiple opportunities to explore provide the foundation for relating metric units to customary units, as well as relating within customary (inches to feet to yards) and within metric (centimeters to meters).

2.MD. 3



Estimation helps develop familiarity with the specific unit of measure being used. To measure the length of a shoe, knowledge of an inch or a centimeter is important so that one can approximate the length in inches or centimeters. Students should begin practicing estimation with items which are familiar to them (length of desk, pencil, favorite book, etc.).

Some useful benchmarks for measurement are: First joint to the tip of a thumb is about an inch Length from your elbow to your wrist is about a foot If your arm is held out perpendicular to your body, the length from your

nose to the tip of your fingers is about a yard

2.MD. 4

Second graders should be familiar enough with inches, feet, yards, centimeters, and meters to be able to compare the differences in lengths of two objects. They can make direct comparisons by measuring the difference in length between two objects by laying them side by side and selecting an appropriate standard length unit of measure. Students should use comparative phrases such as “It is longer by 2 inches” or “It is shorter by 5 centimeters” to describe the difference between two objects. An interactive whiteboard or document camera may be used to help students decide.


Envision 2nd grade Topic 13-3 Measuring Length using nonstandard units 2.MD.2 Topic 13-4A Inches 2.MD.1, 2.MD.3 Topic 13.4 Inches Feet and Yards 2.MD 1, 2MD. 3, 2.MD.9 Topic 13-5 Centimeters and Meters 2.MD.1, 2.MD.3 Topic 13-6A Measuring Length 2.MD.2 Topic 13-6B Adding and Subtracting in Measurement 2.MD.5 Topic 13-6C Comparing Lengths 2.MD.4


Estimate Lengths

The Long and the Short of It



http://www.mathsolutions.com/documents/LongandShort.pdf

http://www.mathsolutions.com/documents/9780941355773_L.pdf

Measuring PathsPath 1Path 2Path 3

Measuring Strips

Measuring with Cuisinaire Rods

Measuring with a Meter Stick

Measuring with 2 Units

Estimating Length

Estimating Centimeters

Estimating meters

Gummy Worm Stretch

Are you a Square or a Rectangle

Measuring with Cuisinaire Rods

Comparing Lengths in Centimeters

Comparing Length with Meters

Measurement

Measurement Mania


that relate to CCSS



that relate to CCSS






http://www.k-5mathteachingresources.com/support-files/Comparing-Lengths-in-Meters.pdf

http://www.k-5mathteachingresources.com/support-files/Comparing-Lengths-in-Cm.pdf

http://www.k-5mathteachingresources.com/support-files/making-cuisenaire-rod-lengths.pdf

http://www.k-5mathteachingresources.com/support-files/areyouasquareorarectangle2md1.pdf

http://www.k-5mathteachingresources.com/support-files/gummywormstretch.pdf

http://www.k-5mathteachingresources.com/support-files/Estimating-Measures-in-Meters.pdf

http://www.k-5mathteachingresources.com/support-files/Estimating-Centimeter-Measures.pdf

http://www.k-5mathteachingresources.com/support-files/estimatinglength.pdf

http://www.k-5mathteachingresources.com/support-files/measuringwithtwounitst.pdf

http://www.k-5mathteachingresources.com/support-files/Measuring-with-a-meter-stick.pdf

http://www.k-5mathteachingresources.com/support-files/measuring-cuisenaire-rods.pdf

http://www.k-5mathteachingresources.com/support-files/measuringstrips.pdf

http://www.k-5mathteachingresources.com/support-files/paths3.pdf



http://www.k-5mathteachingresources.com/support-files/measuringpaths.pdf



Quarter #




2.MD.5-6Relate addition and subtraction to length.

5. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

6. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.

Big Idea(s)Formulate, represent, and use strategies to add and subtract within 100 to solve word problems involving lengths: with flexibility, accuracy, and efficiency

Estimate and use standard units appropriately on a number line.


1. How do I use addition and subtraction within 100 to solve word problems involving lengths using drawings and equations?

2. How do I represent a whole number as lengths on a number line?3. How do I find sums and differences on a number line?



Inch, foot, yard, centimeter meter, ruler, yardstick, meter stick, measuring tape, estimate, length, equation, number line, equally spaced, point




2.MD. 5

Students need experience working with addition and subtraction to solve word problems which include measures of length. It is important that word problems stay within the same unit of measure. Counting on and/or counting back on a number line will help tie this concept to previous knowledge. Some representations students can use include drawings, rulers, pictures, and/or physical objects. An interactive whiteboard or document camera may be used to help students develop and demonstrate their thinking.

Equations include: 20 + 35 = c c - 20 = 35 c – 35 = 20 20 + b = 55 35 + a = 55 55 = a + 35 55 = 20 + b

Example: A word problem for 5 – n = 2 could be: Mary is making a dress. She has 5

yards of fabric. She uses some of the fabric and has 2 yards left. How many yards did Mary use?

There is a strong connection between this standard and demonstrating fluency of addition and subtraction facts. Addition facts through 10 + 10 and the related subtraction facts should be included.

2.MD.6

Students represent their thinking when adding and subtracting within 100 by using a number line. An interactive whiteboard or document camera can be used to help students demonstrate their thinking.

Example: 10 – 6 = 4


Envisions 2nd Grade Topic 13-6B Adding and Subtracting in Measurement 2.MD. 5




Length Word Problems

More Length Problems


that relate to CCSS



that relate to CCSS




Quarter #




2.MD.7-8Work with time and money.

7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

Big Idea(s)Develop the ability to work with time and money.

Essential Question(s) 1. How do I tell and write time to the nearest five minutes, using a.m. and p.m., on analog and digital clocks?

2. How do I solve word problems using coins (quarters, dimes, nickels, and



http://www.k-5mathteachingresources.com/support-files/morelengthwordproblems2md5.pdf

http://www.k-5mathteachingresources.com/support-files/grade2lengthwordproblems.pdf

pennies) and/or dollar bills?3. How do I use $ and ¢ appropriately?



Hand, hour hand, minute hand, hour, minute, a.m., p.m., o’clock, multiples of 5 (e.g. five, ten, fifteen, etc.) analog clock, digital clock, quarter ‘til, quarter after, half past, quarter hour, half hour, thirty minutes before, 30 minutes after, 30 minutes past, quarter, dime, nickel dollar cent(s), $, ¢, heads, tails


2.M.D. 7

In first grade, students learned to tell time to the nearest hour and half-hour. Students build on this understanding in second grade by skip-counting by 5 to recognize 5-minute intervals on the clock. They need exposure to both digital and analog clocks. It is important that they can recognize time in both formats and communicate their understanding of time using both numbers and language. Common time phrases include the following: quarter till ___, quarter after ___, ten till ___, ten after ___, and half past ___.

Students should understand that there are 2 cycles of 12 hours in a day - a.m. and p.m. Recording their daily actions in a journal would be helpful for making real-world connections and understanding the difference between these two cycles. An interactive whiteboard or document camera may be used to help students demonstrate their thinking.

2.MD.8

In first grade, students learned to tell time to the nearest hour and half-hour. Students build on this understanding in second grade by skip-counting by 5 to recognize 5-minute intervals on the clock. They need exposure to both digital and analog clocks. It is important that they can recognize time in both formats and communicate their understanding of time using both numbers and language. Common time phrases include the following: quarter till ___, quarter after ___, ten till ___, ten after ___, and half past ___.

Students should understand that there are 2 cycles of 12 hours in a day - a.m. and p.m. Recording their daily actions in a journal would be helpful for making real-world connections and understanding the difference between these two cycles. An interactive whiteboard or document camera may be used to help students demonstrate their thinking.


Envision 2nd grade Topic 15.1 Telling time to Five minutes 2.MD.7 Topic 15.2 Telling Time before and After the Hour 2.MD.7 Topic 5.1 Dime Nickel and Penny 2.MD.8



Topic 5.2 Quarter and half dollar 2.MD.8 Topic 5.3 Counting Collections of Coins 2.MD.8 Topic 5-4 Ways to Show the Same Amount 2.MD.8 Topic 5.5 One Dollar 2.MD.8 Topic 5.6 Problem Solving 2.MD.8


Number Cents (Illuminations)

Primary Economics

Alexander Used to Be Rich

Interactive Analog and Digital Clock

Time Barrier

Time Barrier Grid

One Hour Earlier, One Hour later

Counting Cups

Coin Barrier Game

Make One Dollar

Money Word Problems

Color coded Time

Making Change with A Dollar

Money and More Money

Money Counts

Smart Money

Pigs will be PigsFormative

Assessment(s)that relate to CCSS

Pre/Post Topic test assessments (Envision) Easy CBM assessments (District Wide progress monitoring) Curriculum in program assessments (spiral review, quick check) Shopping With Bills










http://www.k-5mathteachingresources.com/support-files/2ndgdmoneywordproblems.pdf

http://www.k-5mathteachingresources.com/support-files/makeonedollar.pdf

http://www.k-5mathteachingresources.com/support-files/coinbarriergame.pdf

http://www.k-5mathteachingresources.com/support-files/coincountingcup.pdf

http://www.k-5mathteachingresources.com/support-files/onehourearlieronehourlater.pdf

http://www.k-5mathteachingresources.com/support-files/timebarriergamegrid.pdf

http://www.k-5mathteachingresources.com/support-files/timebarriergame.pdf

http://www.oswego.org/ocsd-web/games/ClassClock/clockres.html

http://www.mathsolutions.com/documents/Alexander_Used_tobe_Rich_i39.pdf

http://illuminations.nctm.org/LessonDetail.aspx?id=L874


Who has More? Shopping with Coins


that relate to CCSS




Quarter #

Strand / Domain Measurement



2.MD.9-10

Represent and Interpret Data

9. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems4 using information presented in a bar graph.

Big Idea(s) Use measurement data by questioning, collecting data, analyzing data, creating representations, and interpreting results using a line plot, picture graph, or bar graph.

1. How do I make a line plot, picture graph, and bar graph?





Essential Question(s) 2. How do I collect data of the length of several objects?3. How do I interpret a line plot, picture graph, and bar graph?



Collect, organize, display, show, data, attribute, sort, line plot, picture graph, bar graph, question, category, chart, table, most, least, more than, less than, about, same, different, measure, inch, foot, yard, centimeter, meter, length


2.MD. 9

This standard emphasizes representing data using a line plot. Students will use the measurement skills learned in earlier standards to measure objects. Line plots are first introduced in this grade level. A line plot can be thought of as plotting data on a number line. An interactive whiteboard may be used to create and/or model line plots.

2.MD.10

Students should draw both picture and bar graphs representing data that can be sorted up to four categories using single unit scales (e.g., scales should count by ones). The data should be used to solve put together, take-apart, and compare problems as listed in Table 1.

In second grade, picture graphs (pictographs) include symbols that represent single units. Pictographs should include a title, categories, category label, key, and data.

District AdoptedCore Curriculum Envisions 2nd grade

Topic 13-5 Centimeters and Meters 2.MD.9 Topic 13-4 Inches Feet and Yards 2.MD.9 Topic 16-1 Organizing Data 2.MD.10



Topic 16-2A Graphing Lengths 2.MD.9 Topic 16-2 Pictographs 2.MD.10 Topic 16-7 Problem Solving 2.MD.10


Body Measurements

Measurement Line Plot

Button Bar Graph

Button Pictograph

Collecting and presenting data


that relate to CCSS



that relate to CCSS




Quarter #

Strand / DomainGeometry



2.G.12.G.22.G.3Reason with shapes and their attributes.

1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.



http://www.k-5mathteachingresources.com/support-files/collectingandrepresentingdata.pdf

http://www.k-5mathteachingresources.com/support-files/buttonpictograph.pdf

http://www.k-5mathteachingresources.com/support-files/buttonbargraph.pdf

http://www.k-5mathteachingresources.com/support-files/measurementlineplot.pdf


2. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

3. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Big Idea(s)

Identify (recognize and name) shapes and draw shapes based on a given set of attributes.Partition a rectangle into squares and determine the total number of squares.Partition circles and rectangles into two, three, or four equal shares.


1. How many sides and angles, faces does a shape have?2. How do I draw a shape when given specific attributes (angles, faces

etc.?3. How do I share a candy bar equally with 2,3, an four people?4. How do I share a cookie with 2, 3, and 4 people?



attribute, angle, side, triangle, quadrilateral, square, rectangle,trapezoid, pentagon, hexagon, cube, face, edge, vertex, surface, figure, shape, closed, open, partition, equal size, equal shares, half, halves, thirds, half of, a third of, whole, two halves, three thirds, four fourths, partition

Sample Activities/Strategies 2.G. 1

Students identify, describe, and draw triangles, quadrilaterals, pentagons, and hexagons. Pentagons, triangles, and hexagons should appear as both regular (equal sides and equal angles) and irregular. Students recognize all four sided shapes as quadrilaterals. Students use the vocabulary word “angle” in place of “corner” but they do not need to name angle types. Interactive whiteboards and document cameras may be used to help identify shapes and their attributes. Shapes should be presented in a variety of orientations and configurations.

2.G.2



This standard is a precursor to learning about the area of a rectangle and using arrays for multiplication. An interactive whiteboard or manipulatives such as square tiles, cubes, or other square shaped objects can be used to help students partition rectangles.

Rows are horizontal and columns are vertical.

2.G.3

This standard introduces fractions in an area model. Students need experiences with different sizes, circles, and rectangles. For example, students should recognize that when they cut a circle into three equal pieces, each piece will equal one third of its original whole. In this case, students should describe the whole as three thirds. If a circle is cut into four equal pieces, each piece will equal one fourth of its original whole and the whole is described as four fourths.

Students should see circles and rectangles partitioned in multiple ways so they learn to recognize that equal shares can be different shapes within the same whole. An interactive whiteboard may be used to show partitions of shapes.


Envision 2nd Grade Topic 11-1 Flat Surfaces, Vertices, and Edges 2.G.1 Topic 11-2 Relating Plane Shapes to Solid Figures 2.G.1 Topic 11-3A Polygons and Angles



2.G.1 Topic 11-3 Making New Shapes 2.G.1 Topic 11-4 Cutting Shapes Apart 2.G.1 Topic 11-5A Dividing Rectangles into Equal Squares 2.G.1 Topic 11-8 Problem Solving: Use Reasoning 2.G.1 Topic 12-1 Whole and Equal Parts 2.G.3 Topic 12-2 Unit Fractions and Regions 2.G.3 Topic 12-3 Non-Unit Fractions and Regions 2.G.3 Topic 13-7 Exploring Area 2.G.2 Topic 13-8 Problem Solving: Use Objects 2.G.2 Topic 19-5 Multiplying in Any Order 2.G.2


Hold and Fold

Learning math Vocabulary with Tangrams

Teaching the Greedy Triangle

My Polygon Riddle

Comparing Polygons

Geoboard Quadrilaterals

Geoboard Triangles

Divide a Rectangle into Equal Parts

Making Rectangles

Geoboard Halves

Geoboard Fourths

Equal Parts Geoboard

Mr. Zed's Cakes


that relate to CCSS




http://www.k-5mathteachingresources.com/support-files/mr-zeds-cakes.pdf

http://www.k-5mathteachingresources.com/support-files/equalpartsonthegeoboardpdf.pdf

http://www.k-5mathteachingresources.com/support-files/geoboard-fourths-2g3.pdf

http://www.k-5mathteachingresources.com/support-files/geoboard-halves-2g3.pdf

http://www.k-5mathteachingresources.com/support-files/makingrectangles.pdf

http://www.k-5mathteachingresources.com/support-files/dividingrectanglein2.pdf

http://www.k-5mathteachingresources.com/support-files/geoboard-triangles.pdf

http://www.k-5mathteachingresources.com/support-files/geoboard-quadrilaterals.pdf

http://www.k-5mathteachingresources.com/support-files/comparingpolygons.pdf

http://www.k-5mathteachingresources.com/support-files/mypolygonriddle.pdf

http://www.mathsolutions.com/documents/9780590489911_L.pdf

http://www.mathsolutions.com/documents/Tangrams_i30.pdf

http://www.mathsolutions.com/documents/0-941355-08-X_L.pdf


that relate to CCSS




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